The Indirect Effect of School Type on Children's Recreational Intrinsic Motivation: The Mediating Role of Parental Achievement Support and the Moderating Role of Gender

This study examined the indirect effect of school type on children's recreational intrin-sic motivation through parental achievement support, grounded in Self-Determination Theory. Data from 302 Turkish primary students (aged 10–13) were analyzed using mediation and moderated mediation (PROCESS Models 4 & 7). While no direct effect of school type on motivation emerged (β = .013, p = .860), private school students received significantly greater parental support (M = 4.00 vs. 3.51, p < .001, d=0.46). Parental support positively predicted motivation (β = .125, p < .001), and a significant indirect effect was found (ab = .061, 95% BootCI [.016, .122]), con-firming full mediation. Furthermore, moderated mediation analysis revealed this pathway was stronger for girls (index = .148, BootCI [.032, .289]). The findings un-derscore parental support as a key mechanism translating school type advantages into motivational benefits and highlight the need for gender-sensitive, family-focused interventions in public schools to promote equitable participation in recreational ac-tivities.